Ripcord - Behavioral Managment Systems That Don't Go Splat

Thursday night on #mschat we talked about Social Emotional Learning and its importance in education.  I brought up part our behavior management system, specifically our 'ripcord' system.

During class, students go through a range of emotions - excitement about a new topic, frustration about being the 'only one' in the class that doesn't 'get it', and everything in between.  Our students take a class called 'brainology' where they learn about brain development, learning styles, and how emotions can interfere with learning. They learn that when someone is overstimulated or overwhelmed emotionally,  the amygdala goes into gear and higher function thinking gets shut down.  When this happens, people are more likely to say or do things that they may regret later.

Enter the ripcord.

In skydiving, a ripcord has a specific function - specifically to save you before you go splat.  However, there is a certain timing to pulling your ripcord.  Pull it too soon and you don't get to feel that freefall experience.  Pull it too late and the parachute won't be enough help to save you.

Much like the classic Atari 2600 game. 

This is the analogy our amazing school counselor uses for our students.  When students are overwhelmed emotionally (usually due to anger or frustration, but possibly because they have a laughing fit coming) they are encouraged to pull their ripcord.  We talk about timing when it comes to pulling a ripcord.  Pull it too soon and you won't learn your limits and abilities. Pull it too late and you'll go emotionally splat.

Each classroom has a ripcord area.  In this area are pre-printed sheets.  Students take a piece of paper and express their emotions.  Younger students identify their emotions by circling emojis, and then draw how they feel.  Older ones draw, circle words, or write their own.  The goal is to get them focused on the problem and in the process of doing so, re-connect all parts of their brain.  Once the student has calmed down, their teacher has a conversation with them about how to best return to class.

This system helps on many levels.  It gives students the power of self-management.  It allows students an 'out' before they say or do something that would be unacceptable.  It acknowledges that students (and teachers - yes, we have ripcord rights too!) get frustrated at times and a time-out is sometimes needed.  It also puts the teacher in the role of a coach and ally, not a cop looking to write someone up.

Would this system work in your setting? Please contact me or leave a comment below!